including a close study of
The Burnt Stick by Anthony Hill and
Onion Tears by Diana Kidd
A teaching unit for Stage 4 English with links to ESL pedagogy
English Stage 4
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Page 1 of 12
English Syllabus Stage 4
Outcomes
(Focus outcomes for this
unit are in bold type)
1.
A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
2.
A student uses a range of processes for responding and composing texts.
3.
A student responds to and composes texts in different technologies.
4.
A student uses and describes language forms and features, and structures of texts appropriate to different
purposes, audiences and contexts.
5.
A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
6.
A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
7.
A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts
8.
A student makes connections between and among texts.
9.
A student demonstrates understanding that texts express views of their broadening world and their
relationships within it.
10. A student identifies, considers and appreciates cultural expression in texts.
11. A student uses, reflects on and assesses individual and collaborative skills for learning.
The dimensions and elements of the NSW model of pedagogy
Intellectual Quality
Quality Learning Environment
Significance
Deep Knowledge (DK)
Explicit Quality Criteria (EQC)
Background Knowledge (BK)
Deep Understanding (DU)
Engagement (E)
Cultural Knowledge (CK)
Problematic Knowledge (PK)
High Expectations (HE)
Knowledge Integration (KI)
Higher-Order Thinking (HOT)
Social Support (SS)
Inclusivity (I)
Metalanguage (M)
Students’ Self-Regulation (SS-R)
Connectedness (C)
Substantive Communication (SC)
Student Direction (SD)
Narrative (N)
English Stage 4
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Page 2 of 12
Outcomes
ESL scales
links
Students learn about:
Teaching and learning activities
Resources
Quality teaching
dimensions and
elements
Introducing the unit
11.12 outcomes-based
learning
Use the unit overview to discuss with the class the aims of the unit, the
focus outcomes to be addressed and the nature of the teaching and
learning activities in which they will be involved as well as the mode and
requirements of the end of unit assessment task.
Student/teacher
information sheet 1:
Unit overview
HE
Significance:
In addition to introducing students to the concept of cultural identity
discuss the meaning of ‘literature’ and specifically ‘Australian literature’.
Ask the school librarian to put together a collection of age appropriate
examples of Australian literature including novels, short stories and poetry
anthologies. Display these and find out who has read them. Encourage
students to borrow at least one of these texts to read during this unit. You
may wish to set responding tasks for an additional text requiring students to
focus on aspects of Australian identity represented through symbols,
language, stereotypes or visual images.
Quality Learning
Environment:
BK
Collection of Australian
literature from school
library
Show students the two texts set for close study in this unit; some may
already be familiar with one or both of them.
Part 1: Before reading activities
Students learn about:
10.5 different cultures and
their common and
distinguishing elements
Students learn to:
11.4 use the language of
the subject when
engaging in learning
11.5 use speaking and
writing as learning
processes for sorting and
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussions
4.4c Use
language
acquired from
new sources or
experiences
English Stage 4
Focus on students own cultural experiences and
understanding
Explore further the notion of cultural identity using OHT 1 / Worksheet 1:
Cultural identity mind map. Brainstorm aspects of cultural identity. These
could include: language, religion and spiritual beliefs, traditions, food,
nation, ethnicity, race, rituals and celebrations, music, dancing, sport,
family, stories, gender, age, social connections, education. Ensure these
terms are discussed and explained thoroughly; they could form the basis of
a class word bank.
Worksheet 2: Cultural identity cloze passage is an example of an ESL
strategy using guided support to allow students the chance to practise using
the target language (key terms associated with cultural identity) introduced
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
OHT 1 / Worksheet 1:
Cultural identity mind
map
Significance:
CK
I
Worksheet 2: Cultural
identity cloze
passage
Page 3 of 12
selecting information and
clarifying ideas
in the previous activity. You may wish to adapt this passage or use it as a
guide to prepare your own cloze passage based on the unique discussions
you have with your class around cultural identity.
OHT 2: Answers to
cloze passage
Students learn to:
4.6. Use Standard
Australian English, its
variations and different
levels of usage
appropriately
Students learn about:
4.13 the metalanguage of
subject English used to
describe, discuss and
differentiate texts and
their language forms,
features and structures
5.11d Use a
range of
conjunctions to
relate ideas
across sentences
or paragraphs in a
text (although,
yet, however)
Using terminology associated with making comparison between texts, their
forms, features and ideas is the main language focus for this unit. Students
will need to be able to express similarities and differences between the
stories told in Onion Tears and The Burnt Stick. They will also be required
to compose a text discussing these aspects for the formal assessment task.
Introduce students to the language of comparison and model it. Include
terms such as:
 however
 whereas
 nevertheless
 rather than
 in contrast to
 is similar to
 differs from
 alternatively
 also
 instead of
 on the other hand
 is common to
Intellectual
Quality:
M
Quality Learning
Environment:
SS
Record these words in two columns (terms expressing similarity and terms
expressing difference) on butchers paper so that they may be displayed
and revisited throughout the unit.
Significance:
Students learn about:
10.5 different cultures
and their common and
distinguishing elements
Students learn to:
5.1l Interview
familiar members
of home or school
community to
elicit structured
English Stage 4
In pairs, students interview their partner using Worksheet 3: Interview
questions, and record each other’s responses. This activity encourages
students to get to know their partner better, especially with reference to how
they feel about their sense of cultural belonging. Ask students to share their
responses to Question 20 with the rest of the class. Model the language of
comparison (for example, “Josh’s experience is similar to Jelena’s but quite
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Page 4 of 12
I
Intellectual
Quality:
SC
11.5 use speaking and
writing as learning
processes for sorting and
selecting information and
clarifying ideas
responses
through a
prepared format
Students learn to:
9.2 compose texts that
reflect their broadening
world and their
relationships within it
9.3 explain and justify
personal empathy,
sympathy and antipathy
towards characters,
situations and concerns
depicted in texts
9.5 compare and
contrast texts that present
alternative views of their
own world
different from Tran’s because...”) and encourage students to use it in their
responses (for example, “I feel the same way as Mel and Daoud except that
I…”)
Worksheet 3:
Interview questions.
Representation and stereotypes
5.1m Make
simple
hypotheses and
generalisations
Distribute Worksheet 4: Representation. Discuss the terms
‘representation’ and ‘composer’ before allowing students to complete the
activity requiring them to depict a person, place or thing using words,
symbols or images.
Worksheet 4:
Representation
Now distribute Worksheet 5: Stereotypes and discuss the term
‘stereotypes’. Ask students to work in pairs or small groups and then share
responses as to why certain cultural stereotypes can be misleading and
why they might have developed. During this discussion model and
encourage the practise of the key terms associated with cultural
identity and the language of comparison.
M
SC
Worksheet 5:
Stereotypes
Students learn about:
9.9 the ways their
experiences and
perspectives are
represented in texts
10.8 signs, symbols,
icons and stereotyping in
texts and what they
signify about different
cultures
Holidays and celebrations from around the world
Students learn about:
10.5 different cultures and
their common and
distinguishing elements
Students learn to:
4.1e Contribute
information and
express ideas in
group tasks and
classroom
English Stage 4
Group activity
Discuss with students the importance of food as a unifying aspect of cultural
identity and the importance of particular food eaten during holidays and
times of special celebration. For example, turkey at Thanksgiving in the
United States, plum pudding at Christmas in England, decorated eggs for
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
PK
HOT
Once complete, encourage feedback as a whole class by discussing the
similarities and differences which appear in their depictions.
5.6c Identify
some common
social and literary
stereotypes in
texts
Intellectual
Quality:
Page 5 of 12
11.5 use speaking and
writing as learning
processes for sorting and
selecting information and
clarifying ideas
discussions
11.6 find, select and
evaluate information from
a range of sources
11.7 identify, plan and
prioritise stages of tasks
with clear teacher
directions
11.8 generate,
document, clarify,
organise and present
ideas and information
Students learn about:
11.14 research
techniques using books,
indexes and the internet
11.15 roles and
responsibilities of
individuals in groups
Distribute Worksheet 6: Preparing a banquet group activity
5.5g Find specific
detail or
information from a
range of factual
texts
4.6b Make
comparisons with
own country and
culture when
reading
Students learn to:
4.6c Respond to
different cultural
attitudes and
practices as
exemplified in
stories (express
opinion, ask
questions, make
comparisons)
3.3 use the features of
information and
communication
technologies, including
word processing,
importing and
manipulating of graphics,
and formatting to
compose a variety of texts
5.5j Collect,
organise and
analyse
information from a
text according to
guidelines (in
diagrammatic
form, such as flow
Students learn to:
1.3 compose imaginative,
factual and critical texts
for different purposes,
audiences and contexts
Greek Easter and extra sweets at the feast of Eid ul-fitr to end Ramadan,
the month of fasting, for Muslims. Ask students to share their family’s food
traditions with the class. Research of how these traditions began could be
undertaken. Explain to students that the purpose of the following activity is
to allow them a chance to work together, exploring this aspect. You may
wish to ask students to bring in a dish either from their home country or
their parents, or select a dish from ‘Western’ cuisine to share.
English Stage 4
This task will require a computer work station and a minimum of two
computer sessions.
EQC
E
Worksheet 6:
Preparing a banquet
group activity
Discuss with students expectations for group work, including that
contributions should be shared as the allocation of assignment marks will
be distributed equally.
Class access to
computers and the
Internet
Students are to locate the following Holidays & Celebrations from Around
the World website:
http://www.topics-mag.com/internatl/holidays/festivals.htm
Students are to read the article, ‘Weird food from around the world’ in their
groups. They must research four of the most unusual dishes and write
about these in their books. They must describe where these particular foods
come from, how they originated and if they are of any special cultural
significance.
Once the research is complete, students are to work on the following
assignment in the same group.
Students are to create an exotic banquet for a group of highly important
guests and country officials from a cultural group of their own choosing.
This includes:

selecting a location for the feast

drawing a map of where the event will take place

creating a menu for the evening which incorporates a variety of
dishes previously researched during the website task.
The map, invitation and menu can be designed and illustrated by hand or
using the computer.
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
HE
SS
Significance:
Organise students into small groups of three to four.
NSW Department of Education and Training
Curriculum K-12 Directorate
Quality Learning
Environment:
Page 6 of 12
CK
KI
I
for different purposes and
audiences
charts, graphs)
Students learn about:
1.15 the forms and
features of language, the
structures of texts and the
nature of content that
enables categorisation by
content, composer and
genre
4.7a Identify
important features
of text
organisation
(book/chapters,
chapters/
paragraphs,
paragraphs/topic
sentences)
Students learn to:
1.1 respond to
imaginative, factual and
critical texts, including the
required range of texts,
through wide and close
listening, reading and
viewing
Part 2: During reading activities
Reading the novels
Before reading commences, show students how to identify the standard
conventions of layout in a novel, including:







title
names and biographical information on the authors and illustrators
the acknowledgements page
dedication
front and back covers (including the back cover blurb)
the spine
contents page
Point out that most novels are divided into sections delineated by chapter
titles, however, in both these novels divisions are indicated by other means;
in Onion Tears by the repeated image of the chopsticks, and in The Burnt
Stick by a paragraph beginning with a large italicised font.
1.5 interpret, question
and challenge information
and ideas in texts through
close study
1.9 demonstrate
understanding of the
complexity of meaning in
texts
Students learn about:
1.12 links between the
ideas, information,
perspectives and points of
view presented in texts
and their own background
and experience
Provide students with a variety of models of banquet menus, recipes
and invitations and discuss the language and structural features of
these texts, modelling written examples for students who need
additional support.
5.5 Reads with
understanding a
English Stage 4
Intellectual
Quality:
Class set of The Burnt
Stick
DK
DU
Explain the purpose of each of these conventions of layout and discuss
language and visual features. This will extend students’ critical literacy skills
and help them become familiar with the standard conventions of layout in a
novel.
PK
Because of the brevity of these novels, reading should be done in class, out
loud, with good reading modelled by proficient readers. However, the
approach to reading the novels should be determined by the experience
and ability of the class and groups of students with it. You may want to
place motivated, proficient readers together and separately support
students who need to practise their reading skills. Keep in mind that
students need to hear reading modelled by proficient readers and this is
particularly so for ESL students. This can be achieved by you reading
selected chapters or you can organise for students from another year to
SC
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
Class set of Onion
Tears
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Page 7 of 12
HOT
M
1.13 the ways their own
background and
experience affect their
responses to texts
Students learn about:
4.8 the ways in which
specific language forms
and features and structures
of text are used to shape
meaning including:

in written texts:
medium, organisation,
sentence structures,
grammar, punctuation,
vocabulary and spelling,
the use of formal or
colloquial language and
figurative language
4.13 the metalanguage of
subject English used to
describe, discuss and
differentiate texts and
their language forms,
features and structures
Students learn to:
6.5 identify the ways
characters, situations and
concerns in texts connect
to students’ own
experiences, thoughts
and feelings
Students learn about:
6.8 the ways ‘the real
world’ is represented in
the imaginary worlds of
texts including literature,
film, media and
multimedia texts
range of texts,
including those
remote from
personal
experience,
interpreting
mainly at a literal
level and using
the information for
other purposes
5.6 Demonstrates
awareness of how
information is
organised and
presented in
English texts
5.7 Interprets
texts, cueing into
key
organisational
and language
features
5.8 Applies basic
text access
strategies to
enhance
comprehension
and learning
4.6 Relates own
culture,
knowledge and
experience to
information in the
text
read parts of the novel onto audio tapes that can be played to students.
Worksheets are provided for the close study of each text. They include a
series of comprehension and language questions as well as suggestions for
additional activities divided into sections according to the breaks in the text.
For each novel it is recommended that you read each section in the text
and then allow students time to complete the relevant section on the
worksheets. However, structure reading and responding in whichever way
best suits the needs of your class.
During reading draw students’ attention to language and visual features and
other aspects of narrative. Include features such as:

Quality Learning
Environment:
the repetition of visual images in Onion Tears (refugee boat,
chopsticks) and compare this to the individual illustrations in The
Burnt Stick which might have been drawn by a burnt stick /charcoal,
resources which would have been available to Aboriginal people,
rather than pen and ink or oil on canvas.
EQC
E
HE
SS

characters

settings - both are set in Australia but Onion Tears looks back to
Vietnam
SS-R
SD

narrative style and structure
Significance:

plot and themes - the importance of kindness, the need to feel
loved by family in the community in which you grow up, separation
from loved ones and the trauma and grief that results and the
importance of memory, especially of a past home in maintaining
identity.
I
While not all of these aspects have been draw out in the close reading
activities, they are assumed knowledge when students come to complete
Worksheet 13 and the assessment task. Students will also be better
equipped to complete these activities if you continue to model the language
of comparison while reading The Burnt Stick, making links to Onion Tears.
Close study of Onion Tears
This story can be used as a platform for students to comprehend how one’s
current experience is shaped by cultural background, encouraging students’
awareness of themselves and each other and the world around them.
Worksheets 7a-f:
Close study of Onion
Tears
Intellectual
Quality:
SC
Significance:
English Stage 4
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Page 8 of 12
Students learn about:
10.6 representations of
culture through choices of
language and content
10.8 signs, symbols,
icons and stereotyping in
texts and what they
signify about different
cultures
10.9 the ways culture and
personal experience
position composers and
responders and influence
response to and
composition of texts
Students learn to:
4.5 selectively use
dictionaries, thesauruses,
spellchecks and other
reference texts
4.6 use Standard
Australian English, its
variations and different
levels of usage
appropriately
Distribute Worksheets 7a-f: Close study of Onion Tears.
BK
Some students may work independently through these tasks and also
choose from the extension tasks below while others may work better in
pairs or small groups with the assistance of the class teacher, ESL teacher
or other support personnel.
CK
Extension activities for Onion Tears could include:
Quality Learning
Environment:
I
1) Photocopy all the letters Nam-Huong writes. Ask students read each
letter and highlight all the similes and metaphors used, as the letters are
rich in these language features. They could also track the story of what
happened to Nam-Huong’s family and summarise this in point form in their
workbooks.
EQC
E
HE
2) Research the history and importance of kites in different cultures. For
example, the kite runners in Afghanistan would make an interesting topic as
it was banned under the Taliban regime. Draw comparisons with the game
as it’s played in the novel and discuss the possible symbolism of the kite
flying in Onion Tears.
SS
SS-R
SD
3) Research cultures that use water in their rituals of farewell to their dead.
Such rituals include placing bodies on a river or out to sea and floating
candles, lanterns or flowers on a flowing river as a way of farewelling the
dead person and helping each other to grieve and move on. Compare these
rituals to that performed by Nam-Huong at the end of Onion Tears.
Distribute Worksheet 8: Food in Onion Tears. Food is mentioned
throughout this novel and one of the recurring visual images is of
chopsticks. Ask students to count how many times this image is repeated
and to list all the other illustrations which have a reference to food. Students
may be familiar with the dishes mentioned in the novel or they can be
researched on the Internet to find out what ingredients are used in each
dish, what they look like and when they are eaten.
Worksheet 8: Food in
Onion Tears
Class access to
Internet
Discuss with the class how exposure through food or connection with a
person from another cultural group can lead to greater understanding and
acceptance and help to eliminate cultural stereotypes and prejudice.
Close study of The Burnt Stick
Distribute Worksheets 9a-f: Close study of The Burnt Stick. Each
worksheet includes responding questions, language activities and an
English Stage 4
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Worksheets 9a-f:
Close study of The
Burnt Stick
Intellectual
Quality:
DK
Page 9 of 12
extension activity, which students may complete individually or in groups,
depending on their needs and motivation levels.
DU
HOT
For more information and teaching resources on the ‘Stolen Children’ visit:
the HREOC website:
http://www.hreoc.gov.au/social_justice/stolen_children/index.html
SC
Note: The syllabus outcomes and links to the ESL scales are the same for
the study of both texts.
Students learn to:
8.2 synthesise information
from texts with similar
subject matter and
identify differences in
content, purpose, attitude,
values and perspective
Students learn about:
8.5 the ways in which
meaning is shaped by
form, structure, personal
perspective and by the
composer’s purpose and
audience
8.8 bias and perspective
in texts
Students learn to:
10.2 identify and explore
the ways different
cultures, cultural stories
and icons, including
Australian images and
significant Australians,
4.9
Communicates for
a range of
purposes on a
variety of familiar
topics, using a
basic repertoire of
text types
4.10
Demonstrates an
awareness of how
effective writing is
tailored to the
requirements of
the topic and the
needs of the
reader
4.11 Writes a
variety of texts,
demonstrating
some overall
cohesion and
coherence
4.12 Makes use
of discussion and
reflection to
enhance the
English Stage 4
Part 3: After reading activities
Making links between texts
The activities in this section aim to consolidate students’ knowledge of
Onion Tears and The Burnt Stick and demonstrate how to make
comparisons between these texts. The activities also aim to develop the
skills necessary for all students to successfully complete the formal
assessment task for the unit.
Issue Worksheet 10: Making links between the texts – visual images.
Students are required to use the table on this worksheet as well as the
terms of comparison introduced in the Before reading activities section of
the unit to help them complete the cloze paragraphs in the second half of
the worksheet. Point out the topic and supporting sentences of each
paragraph and tell students this structure will be required in the composition
they must write for the formal assessment task. The paragraphs form a
comparison of the visual features used by the composers of the set texts
and may be used by students to begin their assessment task. For further
information on the features of visual design refer to the teacher and student
information handout in the Stage 4 Dragons unit:
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/stag
es4_5/teachlearn/eng_esl/eng_esl.htm
As a class recap the themes in each text, writing them on the board. Ask
students to decide which themes are common to both. Highlight these on
the board. It is assumed here that the themes were discussed during the
reading of each story, see page 8 of this program.
Distribute Worksheet 11: Making links between the texts – themes. In
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Worksheet 10: Making
links between the
texts – visual images.
Quality Learning
Environment:
EQC
E
HE
SS
Worksheet 11: Making
links between the
Page 10 of 12
including Aboriginal
Australians, are depicted
in texts
writing process
10.3 identify and describe
cultural expressions in
texts
Students learn about:
10.6 representations of
culture through choices of
language and content
10.8 signs, symbols,
icons and stereotyping in
texts and what they
signify about different
cultures
Students learn to:
9.5 compare and
contrast texts that present
alternative views of their
own world
addition to identifying themes in the texts and determining which are
common to both texts this worksheet requires students to give an example,
a relevant quote or reference to a visual image which illustrates each
theme.
Explain to students that an understanding of characters increases our
appreciation of the author’s/ illustrator’s message. Distribute Worksheet
12: Making links between the texts – characters. The activity on this
worksheet allows students to ‘step into the shoes’ of certain characters
through role-play to empathise and identify with them. It will also increase
students’ confidence in talking to the class in a way which is less
intimidating than a formal speech.
They will each take a turn representing a different character in the “hot
seat”, and will have to answer questions from classmates about that
character. To prepare for this activity students choose 2 main characters
from each text and prepare 3 questions to ask each of these characters.
(Note: They may only get to ask one of these questions as all students must
get at least one turn to ask a different question.)
The next activity on Worksheet 13: Group activity and panel discussion
draws together the elements of narrative studied in the unit and prepares
students for the assessment task. It is to be done in groups of 3-4. Students
are required to make links between the texts using the table on the
worksheet. Ask students to write in dot point form when completing the
table and include specific examples and quotes or references to particular
illustrations from the text where relevant.
texts – themes
Worksheet 12: Making
links between the
texts – characters
Worksheet 13: Group
activity and panel
discussion
9.
A student
English Stage 4
Part 4: Assessment task
The formal assessment task for this unit is a writing task. To complete the
task students are required to draw on the knowledge and skills developed
throughout the unit to write a composition comparing the stories told in
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
DU
Quality Learning
Environment:
EQC
HE
Then, using the table as a guide, students participate in the panel
discussion, sharing what they have learned and making links between the
texts using the language of comparison. Encourage the use of this
language, prompting students where necessary by pointing to the list of
terms of similarity and terms of difference created at the beginning of the
unit. Organise the discussion so that every student has the opportunity to
contribute ideas.
8. A student makes
connections between and
among texts.
Intellectual
Quality:
Student/teacher
information sheet 2a:
Assessment task
requirements
Page 11 of 12
demonstrates
understanding that texts
express views of their
broadening world and
their relationships within
it.
10. A student identifies,
considers and
appreciates cultural
expression in texts.
11. A student uses,
reflects on and assesses
individual and
collaborative skills for
learning.
Onion Tears and The Burnt Stick. Worksheets 10-13 draw together the
knowledge and skills required to successfully complete the task and
prepare students for the composition.
Students will be assessed on their:

knowledge and understanding of the plot, themes and characters of
the texts

ability to use language of comparison when making connections
between the texts

ability to organise writing effectively according to purpose, audience
and context.
Student/teacher
information sheet 2b:
Assessment task
marking guidelines
Students must write approximately 400-600 typed words and also submit a
hand written plan and draft of their composition.
See Student/teacher information sheets 2a and 2b: Assessment task
requirements and marking guidelines.
References
Kidd, D and Huxley, D (1990) Onion Tears, HarperCollinsPublishers
(Australia) Pty Limited.
Hill, A. and Sofilas, M. (1994) The Burnt Stick, Penguin Books Australia Ltd.
English Stage 4
January 2007
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
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